WALT: Explain why Phillip launched the ArmadaLevel 3: identify key features of weapons used during the battle. Level 4: describe the events of the battle in detail. Level 5: Explain why Elizabeth won the battle. Level 6-7: Evaluate the reasons for the victory and which part of the narrative was most important.

Whole lesson aimed at KS3 exploring Elizabethan/Tudor entertainment. Pupils examine an image of bear baiting and infer what they think is happening they read a source and add to/alter their description they self assess it they explore other types of entertainment finally they apply their knowledge by creating a poster for a spectator-fest in their Tudor village WALT: Explore methods of entertainment available in Elizabethan England. Level 3: Infer what you can learn from a source. Level 4: Describe types of entertainment available in Tudor England. Level 5: Explain why these sports were dangerous. Level 6: Evaluate which sport was most popular and compare why you think this is the case.

Group lesson, pupils work in groups to analyse sources which help them decide who was to blame for the disaster - they annotate each source before moving onto the next. At the end of the lesson pupils are asked to evaluate who was most to blame, this task is levelled with different tasks for each attainment level.

Full lesson and homework. Pupils evaluate which wife Henry loved most by firstly completing a carousel activity that allows them to explore each wife and the reasons Henry divorced her before creating an extended writing piece (differentiated) about who he loved most. Homework: to write a letter to the Pope explaining why you want a divorce from Katherine of Aragon. WALT: Evaluate who Henry loved most. Level 3: Identify Henry’s six wives. Level 4: Describe each of his wives and what happened to them. Level 5: explain why Henry divorced each wife. Level 6: Compare which wife was Henry loved most, give reasons why.

This is part of a series of revision sessions aimed at preparing pupils to succeed at the Edexcel 2016 specification: Paper Two Anglo-Saxon and Norman England. As part of this session pupils will explore: Succession crisis: who should be king? Gate Fulford Stamford Bridge Hastings Why did William Win Aftermath: march on London, Submission of the earls

WALT: Analyse how far Hitler succeeded in controlling religion. Identify Hitler’s early policy towards the Church in the Enabling Act. Describe how Hitler hoped to control the Catholic and the Protestant Church. Explain why not everyone accepted Hitler’s policies about religion. Analyse a source to explain how useful it is to a historian examining the catholic response to Hitler’s reforms. Task one: pupils examine a source from the Enabling Act explaining how Hitler wanted his relationship to look with the church and make an inference Task two: Carousel activity - how did Hitler gain control of the church? was there any immediate opposition (covered in more detail in a church opposition lesson). Task three: how far did Hitler succeed in controlling the church? discussion Task Four: How useful question including structure to guide weaker pupils and key words to prompt focus on knowledge and judgement. Full mark answer accompanies so that you can go through expectations for the 8 mark question with pupils and allow them to self assess and improve their own work based on the example.

stand alone lesson to celebrate the centenary of votes for women and to provide pupils with an overview of the subject. Pupils describe the two groups (suffragists and suffragettes) and will gain an understanding of the words militant and moderate. Pupils will also be able to explain why women were not allowed the vote and eventually gained the vote following WW1. Skills building section develops pupils ability to analyse interpretations.

Whole lesson covers the ghost dance and the massacre at wounded knee. Lesson fully differentiated with the opportunity for discussion as to why the Ghost dance would terrify white settlers and how they reacted to the massacre.

Part of a series of lessons covering content required for the Early Elizabethan England module in the new Edexcel specification. This lesson covers Poverty and the poor laws, education, past times, financial weaknesses There are also opportunities embedded to develop the skills required to answer the 12 and 16 mark questions.

This is part of a scheme of work that prepares KS3 pupils for the GCSE reforms and skills required for KS4. Pupils will be provided with opportunities within the lesson to build on their ability to write in PEEL paragraphs, make inferences, and analyse a source to explain why it is useful. Pupils will: 1 identify what has happened to a building that has been bombed and explain how they know this using an inference 2. watch Pathe primary sources to examine the experiences of Londoners during the Blitz 3. Describe where shelter would be found and explain which was best and why (PEEL) 4. Analyse a source to explain why it is useful for a historian examining the experiences of Londoners during WW2.

A lesson that explores the education system fully differentiated with AFL for each task. Pupils will: Identify what education is like today and why it is seen as valuable Describe why not everyone valued education in Elizabethan England Explain why attitudes changed Analyse the education system - was it fair? Compare the similarities and differences to education today.

American West thinking quilt designed to provide pupils with the opportunity to make links between different events and consider their impact on the development of the American West. I have checked through both the Pearson textbook and revision guide to ensure that all key content is included in this A3 thinking quilt. Pupils first read the boxes and add a sentence to any that they are not sure of with the support of peers, revision guides or the teacher. They then colour code them based on catagories they could fit into such as ‘law and order’ and ‘conflict with Plains Indians’. You can find the lesson that this thinking quilt is a part of here: https://www.tes.com/teaching-resource/revision-key-features-of-the-american-west-edexcel-9-1-11884964

This lesson covers the content required for Stresemann and recovery of Germany after the first world war for Paper 3 of the new Edexcel specification (2016). Pupils will explore both interpretations and source questions within this revision lesson. They will be provided with a worksheet that covers all of the steps Stresemann takes to ensure Germany is able to recover following the TOV. They can then take this home to support independent revision. Pupils will: analyse the Stresemann as our saviour source Highlight key changes made by Stresemann and explain why people did and didn’t like them. Answer the two four mark interpretation questions and plan an explain why question.

This lesson is set to help pupils revise content surrounding Hitler’s rise to power in preparation for Paper 3 of the new edexcel specification (2016). Pupils will: Describe the Reichstag Fire Analyse the reasons he rose to power - differentiated Plan and answer (if time) a 20 mark interpretation question Analyse how useful a source is

Bunting that includes command words for the new specification: identify, describe, explain, define, recall, evaluate, infer, compare, evaluate

Session covers: new technology, lung cancer, magic bullets, penicillin and the creation of the NHS Pupils complete a worksheet whilst teacher leads the session

two age document with key words for the unit on it - in line with Edexcel 9-1. I went through the Pearson textbook and included all of the key words from front to back of the textbook.

Three page document of key words for the Weimar and Nazi Germany unit. I used the Hodder textbook and went through cover to cover to produce a document of all key words to support pupils with the content prior to examination.

The concept of a revision clock is that pupils spend five minutes completing each section - thus meaning they revise a large amount of a single topic in an hour. this resource includes two revision clocks, i plan to provide my pupils with it printed double sided, they will complete one side in class and one side for homework. I have based these clocks largely on the Pearson purple revision guides, the clock follows the pages from front to back. Another technique is to ask pupils to fill out what they know in one colour, and then use a second colour to revise using a revision guide or textbook, giving them a colour coded guide to what they need to focus their revision on.

A 10 minute task taken from a revision session I created to prepare pupils for Edexcel 9-1 American West unit.